The Effectiveness of Self-directed and Lecture/Discussion Stress Management Approaches and The Locus of Control of Teachers

Abstract

This study examined the interaction effects of two stress management strategies, directed lecture discussion versus self-directed, and the locus of control of teachers. Eighty-five teachers were pre- and posttested on the State Trait Anxiety Inventory and the Subjective Stress Scales. Subjects were pretested on the Locus of Control Scale, and approximately half of each of the extreme scores were randomly assigned to the treatment groups. The results indicate that both directive and self-directed stress management programs are effective in reducing stress. However, locus of control was not an important factor in determining success in a stress reduction program. The findings are discussed in terms of stress management approaches and inservice training programs.